摘要
20世纪50年代初期至今,我国民族中小学汉语课程建设经历了起步探索、曲折发展、恢复发展和科学发展四个阶段,呈现出三个鲜明的时代发展特征:从简单模仿内地语文教学模式到基本建成科学的第二语言课程体系,从重视汉语文知识传授到重视汉语应用能力培养,从单一的语言教学科目到综合性的学科教学语言。我国民族中小学汉语课程建设在60多年的发展历程中积累了宝贵的经验,同时也有着深刻的教训。我们有必要对其进行回顾和审视,为推动我国民族中小学汉语课程的科学发展提供有益的借鉴。
From the 1950 s till now,the Chinese curriculum construction of ethnic primary and middle schools in our country has gone through four stages of initial exploration（ from the 1950 s to the mid 1960s）,tortuous development（ from the mid 1960 s to the late 1970s）,redevelopment（ from the late 1970 s to the1990s） and scientific development（ from 2000 to today）,showing characteristics of transiting from attaching importance to imparting Chinese knowledge to giving priority to training Chinese application abilities; from simply following the model of Chinese teaching in the hinterland to building a basically scientific second language curriculum system; and from a single language teaching course to comprehensive discipline language teaching.
出处
《民族教育研究》
CSSCI
北大核心
2016年第4期67-76,共10页
Journal of Research on Education for Ethnic Minorities
基金
国家社会科学基金教育学青年课题"广西壮汉双语教育现状调查与对策研究"(项目编号:CMA110171)的阶段性成果
关键词
民汉双语教育
民族中小学
汉语课程
建设
历史
bilingual education of ethnic languages and Chinese
ethnic primary and middle schools
Chinese curriculum
construction
history
